End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?
In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spellin...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor and Francis Inc.
2016
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/13942/ http://ir.unimas.my/id/eprint/13942/1/End%20of%20Kindergarten.docx |
| _version_ | 1848837530756055040 |
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| author | Lee, Julia Ai Cheng Al Otaiba, Stephanie |
| author_facet | Lee, Julia Ai Cheng Al Otaiba, Stephanie |
| author_sort | Lee, Julia Ai Cheng |
| building | UNIMAS Institutional Repository |
| collection | Online Access |
| description | In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The findings suggest that not all of the children achieved the desired standard as outlined by the Common Core State Standards. In addition, not every good reader was a good speller, and not every poor speller was a poor reader. The study shows that spelling tasks that are accompanied by spelling error analysis provide a powerful window for making instructional sense of children’s spelling errors and for individualizing spelling instructional strategies |
| first_indexed | 2025-11-15T06:41:08Z |
| format | Article |
| id | unimas-13942 |
| institution | Universiti Malaysia Sarawak |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T06:41:08Z |
| publishDate | 2016 |
| publisher | Taylor and Francis Inc. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | unimas-139422018-12-10T02:54:49Z http://ir.unimas.my/id/eprint/13942/ End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? Lee, Julia Ai Cheng Al Otaiba, Stephanie L Education (General) In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The findings suggest that not all of the children achieved the desired standard as outlined by the Common Core State Standards. In addition, not every good reader was a good speller, and not every poor speller was a poor reader. The study shows that spelling tasks that are accompanied by spelling error analysis provide a powerful window for making instructional sense of children’s spelling errors and for individualizing spelling instructional strategies Taylor and Francis Inc. 2016-08-28 Article PeerReviewed text en http://ir.unimas.my/id/eprint/13942/1/End%20of%20Kindergarten.docx Lee, Julia Ai Cheng and Al Otaiba, Stephanie (2016) End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? Reading and Writing Quarterly, 33 (6). pp. 1-13. ISSN 10573569 https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984698985&partnerID=40&md5=626828a8cf61301a66c5fd2418fd6cc0 DOI: 10.1080/10573569.2016.1165639 |
| spellingShingle | L Education (General) Lee, Julia Ai Cheng Al Otaiba, Stephanie End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? |
| title | End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? |
| title_full | End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? |
| title_fullStr | End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? |
| title_full_unstemmed | End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? |
| title_short | End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? |
| title_sort | end-of-kindergarten spelling outcomes: how can spelling error analysis data inform beginning reading instruction? |
| topic | L Education (General) |
| url | http://ir.unimas.my/id/eprint/13942/ http://ir.unimas.my/id/eprint/13942/ http://ir.unimas.my/id/eprint/13942/ http://ir.unimas.my/id/eprint/13942/1/End%20of%20Kindergarten.docx |